TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: | |PLAN CODE: | |

| |Second Six Weeks | | |

|writer: | |Course/subject: | |

| |Deanna Henderson | |English I |

|Grade(s): | |Time allotted for instruction: |One Ninety Minute Class Period |

| |9th | | |

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|Title: |Learning Adjectives through Poetry |

|Lesson TOPIC: |To use articles and adjectives appropriately in writing |

|TAKS Objective: |Objective 3 |

| |The student will demonstrate the ability to analyze and critically evaluate culturally diverse |

| |written texts and visual representations. |

|FoCUS TEKS and Student Expectation: |(12)Reading/analysis/evaluation. The student reads critically to evaluate texts. The student is |

| |expected to: |

| |(A) analyze characteristics of text, including its structure; word choices, and intended |

| |audience. |

|Supporting TEKS and Student Expectations: |(2) Writing/writing processes. The student uses recursive writing processes when appropriate. |

| |The student is expected to: |

| |(C) proofread writing for appropriateness of organization, content, style, and conventions. |

| |(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the |

| |conventions and mechanics of written English, including the rules of grammar and usage, to write |

| |clearly and effectively. The student is expected to: |

| |(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun |

| |antecedent agreement, verb forms, and parallelism. |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Adjectives |Adjectives describe, explain, express and modify writing by limiting its meaning. |

| |Adjectives describe nouns and pronouns. |

|Articles |Articles are a type of adjectives. Articles are a, an, and the. |

|Comparative Adjectives |Use comparative adjectives to compare two items. |

|Superlative Adjectives |Use superlative adjectives to compare three or more items. |

|Positive Adjectives |Use positive adjectives when describing one item. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set

When students enter the classroom, have this assignment on the board: List six words that describe this classroom.

After students have a chance to list the six adjectives, ask for volunteers to write their adjectives on the board.

Explain to students: One way to identify adjectives that modify nouns is to ask questions (usually whose, what kind, or how many) about the noun. Only adjectives that modify nouns answer such questions.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Have students explain how they can identify the adjectives in the following passage:

Under the calm cloudy sky the blossoms formed a mass of solid whiteness. The paper lanterns that hung from wires between the trees had been put out; in their place electric lightbulbs, red, yellow, and green, shone dully beneath the blossoms.

--Yukio Mishima,

“Swaddling Clothes”

C. Guided activity or strategy

The teacher will define adjective, positive, comparative, superlative, article on the board.

Students will copy definitions in their notebooks. The teacher will give students a copy of Handout # 1 – Adjectives that Compare. Students may work in pairs in completing this worksheet.

D. Accommodations/modifications

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

Before the class session, the teacher will make copies of Handout #1, #2,

The teacher will also make transparencies of these to use on the overhead.

B. Accommodations/modifications

Students requiring modifications may go to the Learning Lab. They may also have extended time to complete the assignment.

C. Enrichment

Students requiring enrichment may complete the Adjectives-Only Board Game.

List five commonly used letters across the top of the paper (e.g.,C,S,T,L,N)

Then list five common nouns down the side of the paper (e.g., cars, chairs, parks, plants, books). Have students work in pairs to come up with one adjective for each letter/noun combination. For example, for car adjectives that begin with C, they might write down classic, convertible, or compact.

iii. Assessment of Activities

A. Description

Students will receive a test grade for answering the five questions on Handout # 2 – “Janet Walking” by John Crowe Ransom.

B. Rubrics/grading criteria

The questions are worth 20 points each. Answers will be graded not only on accuracy, but also on the ability to write complete sentences using proper grammar, capitalization, and punctuation.

C. Accommodations/modifications

D. Enrichment

D. Sample discussion questions

What is an adjective? Give an example in a complete sentence.

How do adjectives improve our writing?

What kind of adjective is used when comparing two items? Give an example.

What kind of adjective is used when three or more items are involved? Give an example.

What kind of adjective is used when describing one item? Give an example.

What is an article? Name the three articles.

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will identify common errors made on Handouts # 1 and # 2.

Using the overhead, the students will have the opportunity to correct mistakes made on the handouts.

B. Sample TAKS questions

After reading the two selections “Mama and Her Bank Account” and “Unforgettable Clarence Matthews”, students will answer the following open-ended question:

Who do you think is more “unforgettable,” Mama or Clarence Matthews? Support your answer with evidence from both selections.

V. Key Vocabulary - Adjective, comparison, superlative, positive, article, and poetry

VI. Resources

A. Textbook

The TAKS story, article, and question are from TAKS Information Booklet, January 2002

B. Supplementary materials

Handout # 1 and Handout # 2

C. Technology

Overhead projector and transparencies

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

Glencoe Writer’s Choice Grammar and Composition provides additional adjective materials for re-teaching.

VIII. Teacher Notes

. “Janet Walking” by John Crowe Ransom was taken from How to Squeeze Poetry Into a Tight Curriculum by Lori Winkcompleck.

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